This study aimed at assessing enjoyment, boredom and anxiety in first language and mathematics in three settings (class, homework, test) and the relationships with achievement. Seven-hundred-and-sixty-seven second- and fourth-graders filled in an Italian adaptation of the “Achievement Emotions Questionnaire–Elementary School” (AEQ–ES, Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012). Confirmatory factor analyses supported the hierarchical model of the original AEQ-ES, which was invariant across countries, class levels, gender, and domains. Anxiety related negatively with achievement, and enjoyment positively, but only with mathematics. Generalized Linear Mixed Models highlighted differences related to class levels, gender, and domains. Findings are discussed in light of their theoretical and applied relevance.

Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement

Raccanello, Daniela;Moè, Angelica;
2019

Abstract

This study aimed at assessing enjoyment, boredom and anxiety in first language and mathematics in three settings (class, homework, test) and the relationships with achievement. Seven-hundred-and-sixty-seven second- and fourth-graders filled in an Italian adaptation of the “Achievement Emotions Questionnaire–Elementary School” (AEQ–ES, Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012). Confirmatory factor analyses supported the hierarchical model of the original AEQ-ES, which was invariant across countries, class levels, gender, and domains. Anxiety related negatively with achievement, and enjoyment positively, but only with mathematics. Generalized Linear Mixed Models highlighted differences related to class levels, gender, and domains. Findings are discussed in light of their theoretical and applied relevance.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11577/3277234
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